Athur Chickering and Zelda Gamson,
(1991) describe seven principles for good practice in education.
You may want to use one or more of these as an educational activity
with technology or in place of a technology.

1.

Good Practice Encourages Student-Faculty Contact

Frequent student-faculty contact in and out of classes is an
important factor in student motivation and involvement.

Faculty concern and assistance helps students deal with
learning problems and keep on working.

Interacting frequently with faculty may enhance students'
intellectual commitment and encourage them to think about their
own values and future plans.

2.

Good Practice Encourages Cooperation Among Students Learning is
enhanced when students collaborate and cooperate in learning experiences.

Good learning, like good work, is collaborative and social, not
competitive and isolated.

Students do not learn much just sitting in classes listening to
teachers, memorizing pre-packaged assignments, and spitting out answers.

Learners must talk about what they are learning, write about
it, discuss it, relate it

They must make what they learn part of themselves

4.

Good Practice Gives Prompt Feedback

Knowing what you know and don't know focuses learning.

Students do not learn much just sitting in classes listening to
teachers, memorizing pre-packaged assignments, and spitting out answers.

In getting started, students need help in assessing existing
knowledge and competence.

In classes, students need frequent opportunities to perform
and receive suggestions for improvement in performance.

Students need chances to reflect on what they have learned,
what they still need to know, and how to assess themselves.

5.

Good Practice Emphasizes Time on Task

Time plus energy equals learning.

Time on task should be efficient and effective/productive.

Students need to learn to manage their time

Students need help in effective time management.

Allocating realistic amounts of time means effective learning
for students and effective teaching for faculty.

How an institution defines time expectations for students, faculty,
administrators, and other professional staff can establish the basis
for high performance for all.

6.

Good Practice Communicates High Expectations

Expect more and help students achieve more.

High expectations are important for everyone--for the poorly
prepared, for those unwilling to exert themselves, and for the
bright and well motivated.

Expecting students to perform well becomes a self-fulfilling
prophecy when teachers and institutions hold high expectations
for themselves and make extra efforts.

7.

Good Practice Respects Diverse Talents and Ways of Learning

There are many roads to learning.

People bring different talents and styles of learning.

Students need the opportunity to show their talents and learn
in ways that work for them. Then they may be directed to learning
in new ways that do not come so easily

Compiled in a study supported by the American Association for Higher Education,
the Education Commission of the States, and The Johnson Foundation. Source:
New Directions for Teaching and Learning, Applying the Seven Principles for
Good Practice in Undergraduate Education, Arthur W. Chickering and Zelda F.
Gamson Editors, Jossy-Bass, 1991.